Fun Assessment for Learning Sara Sullivan

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Fun Assessment for LearningSara Sullivan
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When do I assess?

• Assess whenever you like
• When it is relevant
• When learning has taken place
• During a lesson
• At the start / end of a lesson
• By marking homework / classwork
• Wow, that is level 6. Let me make a note in my
  register
• Your mark book should reflect the progress of
  individuals on different days (personalised
  learning!)

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10 Cross Curricular Ideas

• Lotto
• Pictionary
• Weakest Link
• Millionaire
• Hot Seat
• Who am I?
• Ball Games
• True/False
• Post It
• Whispers

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Lotto!

• Lotto can be used to reinforce/assess key
  words/phrases/dates/formulae at the end or mid
  way through a lesson.
• It is a fun, easy activity and needs little
  organisation

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Pictionary

• This can be played in teams/boy/girl
• It needs to be calm and well organised to be
  effective

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Weakest Link

• You need a list of questions/phrases/key points
  which you have been learning/revising
• Sit the class in a circle where possible
• Ask one question to each child
• Can be used for oral assessment

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Who wants to be a millionaire?

• Multiple choice
• Demands more preparation-but can be reused year
  after year
• Use the same layout as the TV show but use the
  material you want to assess. They can do this
  alone.

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Hot Seat

• 2 class representatives are asked 10 questions
  relating to the lesson-best score out of 10 wins
• Hot Seat could also be ask the expert where
  children take on the mantle of the expert

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Who am I?

• Could work well with historical/scientific/MFL
  characters
• Pupils need an agreed list of questions

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Ball Games

• Use quick fire revision questions to elicit short
  answers
• Keep the ball or toy moving
• Throw to everyone before the lesson ends
• This can be used to carry out speaking
  assessment as long as each child has their turn
• You can have your register in your hand during
  the game
• Every pupil may not be assessed in one lesson

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True/False

• Useful with any kind of information/newly
  acquired facts
• Stand up if I speak the truth/stay seated if I
  say something incorrect
• Similar to Simon Says

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Post It!

• Provide pupils with post it notes mid- way
  through the lesson
• Towards end they are asked to write 2 things they
  have learned this lesson and post them on the
  board
• Close the lesson by reading out a selection-can
  be very informative for planning the next lesson!

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Whisper/Chinese Whispers

• At close of lesson when pupils are packed away
  they must whisper a key point from the lesson to
  the teacher on their way out
• OR a chinese whisper can be started at one end of
  the class with 3 things pertinent to the
  lesson-there is laughter when the final child
  recounts what he heard

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Cross Phase Assessment

• marking has taken place using work completed by
  Year 6 and marked by pupils in Years 10 and 11 at
  Woodlands
• They are asked to correct, comment on, grade and
  give targets to Year 6 children
• Year 6 children are then asked to improve their
  work based on the advice given by year 11 and
  year 10s

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Year 11 Top Set (Double Linguists) describe
marking the work of Year 6

• I enjoyed it. I felt responsible
• I wanted to do it right
• I worried about my own spelling and wanted to
  check before I touched theirs
• I felt important
• It was nice to be the teacher
• It felt like being a teacher
• It made me feel good about my French. I felt
  older
• I felt like I could help them

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Year 11 French (middle ability) said

• I felt privileged
• I felt important
• It was a responsible job
• I was honoured
• I felt respected by my teacher

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Year 6 pupils said

• I felt good about my work
• I hope I will be like the Year 11 someday
• I didnt expect such a good mark
• It was better for a Year 11 to mark it than our
  teacher because they have been through school
  recently. They can remember being Year 6
• Id like to do this marking when Im in Year
  11
• They didnt write anything bad
• They were too nice to me
• They are the same generation as us!
• It felt weird-weird good
• I was excited to see my marks

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Our Conclusions

• Gave younger pupils a link with their secondary
  school unlike any other
• Gave older pupils a unique insight into
  marking/plus huge responsibility which was
  relished
• Criteria need to be clear and adhered to
• This could be used in other ways-for parallel
  classes in the same school for instance
• A motivating, useful and novel approach to
  assessment

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And finallymake your assessments

• Short
• Relevant
• Differentiated to increase motivation
• Easy to mark
• Mark them in class
• Award stickers there and then
• Phone home if full marks are gained
• Email me for this power point
• ssu_at_woodlandsschool.essex.sch.uk